One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how to incorporate broader pedagogical connections in comprehensive school technology education.

The concept of meaningful learning has been brought into use in technology education of comprehensive school because some generic skills should also be learned in the work process. In this article, learning in technology education is approached from the point of view of meaningful learning. In addition, the realization of practicing the meaningful learning in the teaching of technology is examined.

">

Pedagogical Background For Technology Education -Meaningful Learning In Theory And Practice

Ossi Autio*
* Senior Lecturer in Technology Education at the University of Helsinki, Finland.
Periodicity:January - March'2009
DOI : https://doi.org/10.26634/jet.5.4.820

Abstract

One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how to incorporate broader pedagogical connections in comprehensive school technology education.

The concept of meaningful learning has been brought into use in technology education of comprehensive school because some generic skills should also be learned in the work process. In this article, learning in technology education is approached from the point of view of meaningful learning. In addition, the realization of practicing the meaningful learning in the teaching of technology is examined.

Keywords

Meaningful Learning, Pedagogies, Technology Education

How to Cite this Article?

Ossi Autio (2009). Pedagogical Background For Technology Education - Meaningful Learning In Theory And Practice. i-manager’s Journal of Educational Technology, 5(4), 14-23. https://doi.org/10.26634/jet.5.4.820

References

[1]. Anning, A. (1994). Dilemmas and Opportunities of a New Curriculum: Design and Technology with Young Children. International Journal of Technology and Design Education, 4 (2), 155-177.
[2]. Anning, A. (1997). Drawing Out Ideas: Graphicacy and Young Children. International Journal of Technology and Design Education, 7 (3), 219-239.
[3]. Anttila, P. (1993). Käsityön ja muotoilun teoreettiset perusteet (The theoretical basis for craft and design). Porvoo: WSOY.
[4]. Autio, O. (1997). Oppilaiden teknisten valmiuksien kehittyminen peruskoulussa. (Students development in technical abilities in Finnish comprehensive school). Publications 177 of the teacher training college of the University of Helsinki.
[5]. Autio, O. & Hansen, R. (2002). Defining and Measuring Technical Thinking: Students´ Technical Abilities in Finnish Comprehensive Schools. Journal of Technology Education, 14 (1), 5-19.
[6]. Autio, O. (2005). Project-based Meaningful Learning. In Papadourakis, G. & Lazaridis, I. (Eds.) New Horizons in Industry Business and Education (pp. 135-140). Technological Educational Institute of Crete.
[7]. Benenson; G. (2001). The Unrealized Potential of Everyday Technology as a Context for Learning. Journal of Research in Science Teaching, 38 (7), 730-745.
[8]. Cajas, F. (2001). The Science / Technology Interaction: Implications for Science Literacy. Journal of Research in Science Teaching, 38 (7), 715-729.
[9]. Dakers, J. (2005). The Hegemonic Behaviorist Cycle. International Journal of Technology and Design Education, 15 (2), 111-126.
[10]. Doppelt, Y. (2005). Assessment of Project-Based Learning in a Mechatronics Context. Journal of Technology Education, 16 (2), 7-24.
[11]. Davydov, V.V. (1977). Arten der Verallgemeinerung im Unterricht. Berlin: Volk und Wissen,
[12]. Davydov, V.V. (1982). The psychological structure and content of learning activity in schoolchildren. In R. Glaser & J. Lompscher (eds.) Cognitive and motivational aspects of instruction, 37-44. Berlin: Deutscher Verlag der Wissenschaften.
[13]. Dow, W. (2006). The need to change pedagogies in science and technology subjects: a European perspective. International Journal of Technology and Design Education, 16 (3), 307-321.
[14]. Engeström, Y. (1981). Mielekäs oppiminen ja opetus (Meaningful learning and teaching) Valtion koulutuskeskus, julkaisusarja B 17. Helsinki: VAPK.
[15]. Engeström, Y. (1990). Perustietoa opetuksesta (Basic knowledge about teaching), Helsinki: VAPK.
[16]. Fleer, M. (2000). Working Technologically: Investigations into how Young Children Design and Make during Technology education. International Journal of Technology and Design Education, 10 (1), 43-59.
[17]. Galperin, P.J. (1972). Die geistige Handlung als Grundlage fur die Bildung von Gedanken und Vorstellungen. In Probleme der Lerntheorie. Berlin: Volk und Wissen.
[18]. Galperin, P.J. (1979). Johdatus psykologiaan (Introduction to psychology). Helsinki: Kansankulttuuri.
[19]. Hennessey, S. & McCormick, R. (1994). The General Problem Solving Process in Technology Education. In Banks, F. (ed.) Teaching and Learning Technology. London: Routledge.
[20]. Hill, A. (1998). Problem-solving in Real Life Contexts: An Alternative for Design in Technology Education. International Journal of Design and Technology Education, 8 (3), 203-220.
[21]. Hill, A. & Smith, H. (2005). Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning. Journal of Design and Technology Education, 15 (1), 19-32.
[22]. International Technology Education Association. (2000). Standards for Technological Literacy: Content for the Study of Technology. Reston, VA.
[23]. Johnsey, R. (1995). The Design Process: Does it exist? A Critical Review of Published Models for the Design Process in England and Wales. International Journal of Technology and Design Education, 5 (1), 199217.
[24]. Kimbell, R. (1997). Assessing Technology: International Trends in Curriculum and Assessment. Buckingham: Open University.
[25]. Mammes, I. (2004). Promoting Girls´ Interest in Technology through Technology Education: A Research Study. International Journal of Technology and Design Education, 14 (2), 89-100.
[26]. Mawson, B. (2007). Factors Affecting Learning in Technology in the Early Years at School. International Journal of Technology and Design Education, 17 (3), 253-269.
[27]. Parkinson, E. (2001). Teacher Knowledge and Understanding of Design and Technology for Children in the 3-11 Age Group: A Study focusing on aspects of structures. Journal of Technology Education, 13 (1), 44- 58.
[28]. Peltonen, J. (1988). Käsityökasvatuksen perusteet (Basics of craft education). Publications A: 132 of the University of Turku.
[29]. Rogers, G. & Wallace, J. (2000). The Wheels of the Bus: Children Designing in an Early Years Classroom. Research in Science and Technology Education, 18 (1), 127-136.
[30]. Rowell, P. (2002). Peer Interactions in Shared Technological Activity: A Study in Participation. International Journal of Technology and Design Education, 12 (1), 1-22.
[31]. Rowell, P. (2004). Developing Technological Stance: Children's Learning in Technology Education. International Journal of Technology and Design Education, 14 (1), 45-59.
[32]. Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and wellbeing. American Psychologist, 55, 68-78.
[33]. Schauble, L., Klopfer, L. & Raghaven, K. (1991). Students Transition from an Engineering Model to a Science Model of Experimentation. Journal of Research in Science Teaching, 28 (9), 859-882.
[34]. Silverman, S. & Pritchard, A. (1996). Building Their Future: Girls and Technology Education in Connecticut. Journal of Technology Education, 7 (2), 41-54.
[35]. Suojanen, U. (1991). Käsityöllisten työprosessien ja niiden opetuksen kehittäminen toimintatutkimuksen avulla (Development of the working processes and their teaching in craft education with the help of action research). Publications C:86 of the University of Turku.
[36]. Suojanen, U. (1993). Käsityökasvatuksen perusteet (Basics of craft education). Porvoo: WSOY.
[37]. Weber, K. & Custer, R. (2005). Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods. Journal of Technology Education, 16 (2), 55-71.
[38]. Welch, M. (1999). Analyzing the Tacit Strategies of Novice Designers. Research in Science and Technological Education, 17 (1), 19-34.
[39]. Weston, R.F. (1990). Defining Design and Technology. Journal of Design & Technology Teaching,. 23 (2), 31-34.
[40]. Williams, J. (2000). Design: The Only Methodology of Technology? Journal of Technology Education, 11 (2), 48-61.
[41]. Williams, A., & Williams, J. (1997). Problem Based Learning: An Appropriate Methodology for Technology Education. Research in Science & Technological Education, 15 (1), 91-103.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.